Teaching United States History in the State of Florida: A Grounded Theory Interpretation.

Abstract

The present study explores some of the core United States History standards in Florida’s secondary social studies program. Standards are interpreted through a Grounded Theory approach to identify the main themes, concepts, and categories included in the United States history high school curriculum. The study finds considerable ambiguity in terms of the wording of standards dealing with possibly divisive topics. Moreover, teachers are expected to exercise a large degree of discretion in terms of the development of lessons plans and the identification of specific examples to teach particular historical periods.